Evaluating COs of computer programming course for OBE-based BSc in EEE program

Bhuyan, Manabendra; Tamir, Azwad

doi:10.18844/ijlt.v12i2.4576

Cited by 14 publications

(18 citation statements)

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“…Sixty-three students out of 189 answered the following open-ended question: 'Are there any characteristics of the effective teacher you would like to add?' The open-ended question reinforced the existing themes and highlighted new dimensions and categories of the effective teacher, such as classroom management: discipline and limits, time management and the learning environment, which should be positive and supportive (Bhuyan & Tamir, 2020). Moreover, the following dimensions: teacher's organisation and presentation skills, teacher's personality, communicative skills and teacher's pedagogical role were pointed out by the students.…”

Section: Resultsmentioning

confidence: 91%

Investigating students' conceptions about the characteristics of the effective teacher

Kasimatis

Moutsios-Rentzos

Stasinoulia

et al. 2020

PROSOC

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In this article, we report a quantitative study that investigated the conceptions of secondary school students with regard to the characteristics of the effective teacher. Our purpose was to obtain a profile of the effective teacher, focusing on three dimensions: (a) the interpersonal relationship between teachers and students, (b) the teacher's justice and impartiality, and (c) the teaching strategies that have a direct influence on enhancing student involvement and learning. The questionnaire was used as a research tool. The analysis of the data revealed that students consider justice, impartiality and the interpersonal relationship between teachers and students as important characteristics of the effective teacher, whereas the teaching strategies have less importance for them. In addition, it revealed statistically significant differences in the profile of the effective teacher with respect to the students’ gender and grade and positive correlations between self-identified attainment, interpersonal relationships and teaching strategies. The students had the opportunity to express their views about the effective teacher and the teachers to improve their teaching practice and to gain a more complete picture of their students' expectations. Keywords: Effective teacher; effective teaching.

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Section: Resultsmentioning

confidence: 91%

Investigating students' conceptions about the characteristics of the effective teacher

Kasimatis

Moutsios-Rentzos

Stasinoulia

et al. 2020

PROSOC

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“…Therefore, SEU decided to go for online education. We figured out the following issues before going into the operation of online classes during the pandemic period: Before the lockdown started, the midterm examination of the spring 2020 semester was completed based on its OBE curriculum (Bhuyan & Tamir, 2020), and the EEE Department of SEU was about to resume classes for the remaining part of that semester. At first, private universities in Bangladesh came forward to start ongoing classes.…”

Section: Preparation For Online Classmentioning

confidence: 99%

“…h. There should be some critical thinking and higher order skills-related cognitive domain questions (Bhuyan, 2014;Bhuyan & Khan, 2014) to distinguish between high and lowperforming students. In viva voce, such type of questions should be asked to assess and evaluate the course outcome (CO) attained (Bhuyan & Khan, 2020;Bhuyan & Tamir, 2020) by each student individually, and for this purpose, the assessment plan and questions should be set accordingly. i.…”

Section: Preparation For Online Classmentioning

confidence: 99%

Practices of online teaching, learning and assessment of the students of the BSc in EEE programme during the COVID-2019 pandemic

Bhuyan

2021

CERJ

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Most of the educational institutions, from primary level to tertiary level, had to be closed when the coronavirus pandemic affected the world in 2020. Then, educators became concerned about the education of the students as they were completely relying and habituated on face-to-face teaching–learning processes. This paper reports on how the Department of Electrical and Electronic Engineering has faced that challenges in bringing the students to online classes as well as how they assessed and evaluated the students. A survey was conducted among the students who registered for the course with 14 survey questions. From the results, online classes are the best solution to the challenge; some students faced connectivity problems but it was concluded that the main purpose of teaching online is to continue the education process. Despite some challenges encountered, the teaching–learning process of the teachers and students was successful through this newly reformed system of education. Keywords: Online assessment, online class, online teaching, online learning, COVID-19.

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“…To assess the outcomes properly, various quantitative, qualitative, direct and/or indirect measurements are made (ABET, 2010). Without the assessment and evaluation, no one can certify that a particular programme of an institution of higher learning has fulfilled the minimum quality criteria and has demonstrated the least amount of physical and financial resources in its possession to provide quality education (Bhuyan & Tamir, 2020;Love & Cooper, 2004). Besides, there should have a policy in the programme for Continuous Quality Improvement (CQI) for further development and advancement of the programme (Sikander et al, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing ‘lifelong learning’ through the capstone design project of BSc in EEE Programme

Bhuyan

2021

IJLT

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Engineering education accreditation agencies have prepared a list of skills called programme outcomes (POs) or graduate attributes that a graduate must attain before his graduation from any engineering discipline. Of these POs, one of the important outcomes is lifelong learning. This skill is one of the most perplexing skills that graduates require in their professional careers. While most of these outcomes are measurable through the accustomed techniques, assessing lifelong learning is more challenging for faculty members and educators. Selecting a course to teach and assess lifelong learning is also a difficult job. The capstone design project (CDP) course may be an excellent means of transferring and strengthening the skills and proficiencies associated with lifelong learning. This paper explores how ‘lifelong learning’ as one of POs can be delivered, supervised, assessed and evaluated through the three CDP courses (EEE492, EEE494 and EEE496) integrated into the Bachelor of Science in Electrical and Electronic Engineering programme at Southeast University. Furthermore, this paper discusses about developing an appropriate assessment plan and rubrics to ascertain the achievement of these three courses in fulfilling this component of the accreditation. Evaluation data of the lifelong learning, assessed by the board of examiners during the final defence, is presented. Based on this, their achievements of the PO related to lifelong learning are discussed. Keywords: Capstone design project, lifelong learning, OBE, PO assessment.

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Evaluating COs of computer programming course for OBE-based BSc in EEE program

Cited by 14 publications

References 0 publications

Investigating students' conceptions about the characteristics of the effective teacher

Investigating students' conceptions about the characteristics of the effective teacher

Practices of online teaching, learning and assessment of the students of the BSc in EEE programme during the COVID-2019 pandemic

Assessing ‘lifelong learning’ through the capstone design project of BSc in EEE Programme

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